This facilitation guide was developed to support the training of scientists who are members of the CCAFS Working Group on impact pathways and M&E for results-based management. The group attended a highly participatory introductory training from 1-5th April 2014 in Segovia, Spain. The objectives of the workshop were: 1. To introduce working group members to outcome thinking; 2. To present elements of the CCAFS theory of change (TOC), impact pathway (IP) and monitoring and evaluation (M&E) framework; 3.

This paper examines different practical methods for stakeholders to analyse power dynamics in multi-stakeholders processes (MSPs), taking into account the ambiguous and uncertain nature of complex adaptive systems. It reflects on an action learning programme which focused on 12 cases in Africa and Asia put forward by 6 Dutch development non-governmental organizations (NGOs).

Institutional innovations are critical for effective performance of agricultural research centres in natural resource management projects that often include multiple and diverse stakeholders with contrasting objectives and activities. This report shows how institutional histories of projects can be used as tools to help reveal institutional innovations thereby promoting Institutional Learning And Change (ILAC).

This paper presents findings of an explorative case study that looked at 22 organisations identified as fulfilling an intermediary role in the Kenyan agricultural sector. The results show that these organisations fulfill functions that are not limited to distribution of knowledge and putting it into use. The functions also include fostering integration and interaction among the diverse actors engaged in innovation networks and working on technological, organisational and institutional innovation.

This paper presents the processes, general guidelines lessons and experiences pertaining to “good practices” for organizing and forming Agricultural Innovation Platforms in the Lake Kivu Pilot Learning Site, covering three countries (Uganda, Rwanda and Democratic Republic of Congo) with widely differing social political environments to address agricultural development challenges.

This book documents a study on the concept of Integrated Agricultural Research for Development (IAR4D) that was developed by the Forum for Agricultural Research in Africa (FARA). The IAR4D concept forms the basis for the Sub-Saharan Africa Challenge Programme (SSA CP), which is the only CGIAR Challenge Programme limited geographically to a particular region of the world. The focus of SSA CP is to facilitate substantially greater impact from agricultural

This handbook is designed as a script for training courses in facilitation and transformational change management. It seeks to create a greater understanding of complex adaptive systems, kindle a new understanding of facilitation and leadership, and give readers a set of practical tools. 

The authors aimed at knowing how different learning methods, such as video shows and workshops, change farmers’ knowledge, attitudes and practices about botanical pesticides. This paper explains how video engages men and women farmers in spreading botanical pesticides across 12 villages in Bogra District, north-western Bangladesh.The authors conducted ex ante and ex post surveys among farmers from November 2009 to September 2010. For data analysis, the authors used t-test and McNemer and Wilcoxon sign rank tests.

This learning module on Applying innovation system concept in agricultural research for development has been prepared to serve as a tool in achieving the objective of strengthening the capacity of project staff and other researchers and actors who are believed to have a key role to play in ushering in market-led agricultural transformation. This includes national, regional, international and private sector agricultural researchers, university lecturers, and others engaged in biophysical as well as social science research.

Explicitly integrating reflection in the learning process of multi-stakeholder processes (MSPs) increases the likelihood that purposeful change will occur. When reflectivity is made part of learning in MSPs, learning will become clearer and better articulated and it will contribute more strongly to purposeful change in a complex context. MSP facilitators should deliberately include reflective learning sessions and tools in the process design and implementation.